What If I Just Kept Teaching?

The first round of our state's standardized testing begins this week. (Indiana-ISTEP) Delayed a week because of the unusually high number of snow days this year. Really an extended window to complete the tests, the State's Department of Education (IDOE) acknowledged the disruption to instruction that occurred due to all of the missed days.

After Winter Break ended, we didn't have a full week with students until mid February. Multi day lessons in math and science were separated and rescheduled. Chapter tests in Math were disconnected from the practice assignments. 

Science, has been impacted especially hard. We only have two Science periods a week, so a well placed Polar Vortex can mean that my kids might not get science for two weeks. My grade level partners and I changed the sequencing of the investigations to put Ecology in the 3rd quarter and the Earth Science and Space in the 4th quarter this year to take advantage of the Spring weather. Looking at past years lesson plans, my class was two to four weeks behind where we probably should be at this point in the year. We haven't investigated half of the topics in Ecology and nothing that had to do with tides, the moon, or seasons. Topics that I know will be probably be covered on ISTEP.

Full confession. I did prepare some practice packets, so that my kids are familiar with the format and how to answer the types of questions that are asked. I owe them that. They don't need to get surprised by the format. Unlike many of our class assessments, they don't get a choice to demonstrate how they know something. On ISTEP, circle the bubble or put your answer on the line provided. That should do it.

Especially with all the instructional gaps, It was really tempting to get out previous test versions and piece together some sort of cram packet and squeeze all of the topics into our school day. I could teach to the test. I could stress the kids out, give them a "5 basquillion" worksheets that will teach them nothing, except to confirm that they don't usually learn much from worksheets.

"I go to school to learn, not fill out paperwork" - My 16 year-old son

I could organize a school wide rally to get the kids excited about a test. 

(from my class' Facebook page)

I could make a fun video to get my students focused.

I'm not criticizing these efforts. I want to very clear about that. These methods are earnest attempts to get kids pumped up or prepared for a task that's important to a great number of people. There is a lot riding on these tests, but for me, there's more riding on what they learn and how they think.

My problem is that teachers feel the need to get kids excited about a test. What if we didn't put our efforts into preparation and testing? What if parents, districts, administrators didn't put so much emphasis on the results? What if teachers would just keep on teaching?

What if I put my focus on creating engaging lessons and investigations? What if I put my energy into our classroom, create a place that was safe and fun,  so that it was a place that kids wanted to come to?

What if I just kept teaching?

I'm about to find out.

Thanks for reading.
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photo credit: dianecordell via photopin cc

Why Are You Crying? Your Grades?

Report cards were sent out recently and their issuance always serve as a reminder of the following situation from a couple of years ago and how destructive grades can be to a kid's motivation.

Despite her efforts to conceal them, the tears in my student's eyes were undeniable. The "can I talk to you" moment began just  a brief moment earlier, with the pretense of a visit to the restroom. Our side talk was clearly more than that. Her tears were because she realized that with the without a report card full of the first two letters of the alphabet and that her phone, gaming system, favorite sport, etc,  were all going to go away for a few months until the next marking period was concluded.

To my dismay, at the end of almost every grading period, several of my students lob inquiries in my direction as to what are their grades will be when report cards are issued. No one ever asks, "how much did I learn this marking period?" or "how much content did I not master?" Grades. Always the grade. Sigh.

Most students don't remember the great progress they have made in their writing and how much smoother their sentences are to the reader. They don't recognize the difference in their science journals and how they're asking better questions and how more completely they're answering end of investigation questions. Lost in a symbolic letter, is how much growth they've shown in their comprehension of a literary text or how much better they are in analyzing information in reference texts.

Remember that terrific project that you chose and the imaginative way you demonstrated your understanding? Yes, and I'm sorry, but you have a C+ on this quarter's report card.

When I taught 1st Grade, my school didn't assign grades until the 3rd grade. We reported on individual skills and broader concepts. That method, though very labor intensive, made much more sense to me. The conversations with home partners were usually very productive. The format allowed the students and parents what we still needed to work on.

Since I started teaching 6th Grade, things have changed.

Almost without fail, home partners ask the wrong questions. Grades. Always the grade. They praise the letters, but don't ask about the learning.  It seems they only see the letter. Privileges get taken away. Sports get taken away. Groundings occur. The pressure to get a letter that starts earlier in the alphabet increases. At some point, though I don't know when that is, the student stops trying to learn and focuses on grades.

I have conversations at open house and conferences that my focus is on improving their kid's critical thinking, analysis and conclusion making skills. I let them know their kids will have choices on how to demonstrate what they've mastered. I want them to be creative and not just have them give me what they think I want.

I try to use assessment tools that allow for that. I'm not always successful. Sometimes what I've taught doesn't match the assessment. Sometimes what they've learned isn't accurately assessed. I'm trying to get better, just like their student.

Maybe that C+ is my fault. Maybe I should have all of the things that I enjoy doing taken away from me. Maybe I should turn in my bikes and guitars. Maybe I should be grounded.

Or maybe I could do a better job helping parents and students understand that learning is a process and not characterized solely by a letter.

Thanks for reading.

Follow me on Twitter @YourKidsTeacher